A Framework for Computational Thinking Dispositions in Mathematics Education

Autor/in	Pérez, Arnulfo
Titel	A Framework for Computational Thinking Dispositions in Mathematics Education
Quelle	In: Journal for Research in Mathematics Education, 49 (2018) 4, S.424-461 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Education; Thinking Skills; Secondary School Teachers; Mathematics Teachers; Relevance (Education); Computation; Persistence; Personality Traits; Teaching Methods; Computer Science Education; Mathematical Concepts; Guidelines; Cooperation + Suchen Sie Ihr Suchwort? Mathematische Bildung; Denkfähigkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Ausdauer; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Computer science lessons; Informatikunterricht; Richtlinien; Co-operation; Kooperation
Abstract	This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions--"tolerance for ambiguity," "persistence," and "collaboration"--and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement with CT. Discussion of the CT framework highlights the complementary relationship between CT and mathematical thinking, the relevance of mathematics to 21st-century professions, and the merit of CT to support learners in experiencing these connections. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01